Instructional Leadership Team Understanding the Who and What

Instructional Leadership Team Understanding the Who and What?

Instructional Leadership Teams Know : Knowing which strengths I need on the ILT team, and that I must select team members based on knowledge and characteristics, not relationships. How to effectively use the ILT to serve as a catalyst for transformational change Understand: Understand the collective body of knowledge and skills necessary within an ILT. How to implement practices that will enable the ILT to effectively transform instruction Do: Define who should be on the ILT team and what factors should be used in selection. Ensure the ILT meets the guidelines for a high functioning team

Instructional Leadership Teams • The ILT explicitly places the focus of the school’s work on instructional improvement • The ILT provides a built-in mechanism to ensure teacher engagement and voice in the work of collaborative decisionmaking on instruction

ILT Roles and Responsibilities ILT Manages the logistics for PLC meetings Follows up on the results of PLC meetings PLCs Uses the meeting time appropriately Engages in continuous learning as adults Measures the impact of PLC meetings Staff Meetings: Time for vertical or cross departmental discussions around teaching and learning (LASW, data).

Leading ILTs “As teams become adept at analyzing student data, school leaders should no longer be directing team development, but instead be serving as collaborative partners in ongoing conversations about teaching and learning. ” -Parry Graham and Bill Ferriter What are the key words for you? Why?

Membership • The ILT could include: • Principal – Assistant Principal – PLC Coach – Content Teachers/Leaders – Special Education Teacher/ELL – Content Specialist Reading/ Math (if available) It is important to keep groups between 8 -15 members for the team to be efficient and effective

Post It. . • In teams of four, list as many characteristics of effective ILT members

Sample Characteristics…. • Respected by their colleagues as leaders, motivators, and effective communicators • Demonstrates effective interpersonal skills • Believes in the capacity of every child to meet the CCR standards if given the time and right support • Convinced that their school can improve • Data demonstrates effectiveness in their practices • Ability to start projects and “get things done” • Individuals who volunteer to serve

Reflect- Who are you in this place? Take stock of possible team members… North Likes to act, try things, plunge in, “Lets do it” mentality South East West Likes to know that everyone’s feelings have been taken care of and voices heard Likes to look at the big picture and the possibilities before acting Likes to know the who, what, when, where, and why before acting 9

Focus of ILTs. . • ILTs are primarily instructional, focusing on student learning and achievement and coordinating the improvement of instruction based on school data • ILTs address the challenges of meeting the needs of all learners • ILTs ensure that leadership tasks are executed efficiently and effectively – Keeping abreast of research-based practices in curriculum, instruction, and assessment – Serving as a change agent – Evaluating the effectiveness of practices

Effective ILTs • Have the authority to make decisions within the scope of its work • Create and maintain meeting norms • Regular biweekly meetings scheduled and last about 90 minutes • Meeting facilitation is shared. The principal may start, but other ILT members often lead part or all of the meeting

Look at your Data Jacket… • What do you know about your school? • What areas stand out for you as a leader? • How can you utilize the ILT to become a transformational team in your building? • What is the What in your building?

Getting Clear about the Work • Is there one clear vision and common understanding of what CCR instruction should look like in your building? • What does it look like? • What is the ILT role in making this happen?